The Influence Of English Writing Anxiety On Self-regulated Learning:the Mediating Role Of Second Language Learning Motivation

Since the focus of foreign language teaching classroom has gradually transformed from “how to teach” towards “how to learn”,the studies of individual differences should be paid much attention to.In the field of foreign language writing,the anxiety of learners is one of the main affective factors hindering their writing performance.And motivation is a critical determinant for learners to make continuous efforts to succeed.Besides,learners with great self-regulated learning are motivated to make efforts to learn well.Therefore,the present study attempts to figure out the relationship of foreign language learning anxiety(FLWA),L2 learning motivation(L2LM)and self-regulated learning(SRL),that is,how anxiety,motivation and self-regulation might interact during the process of foreign language writing.A total of 302 English major students are investigated.The research data were collected through questionnaires of FLWA,L2 MSS and SRL.With the help of SPSS26.0 and AMOS 26.0,a series of descriptive analyses,Pearson correlation analyses,structural equation modeling and meditation effect test were conducted on the basis of research data.The results revealed that:Firstly,English major students’ FLWA is moderate.Among the four dimensions,avoidance behavior occupies most.They have a middle level of L2 MSS,with media user reaching the highest level among the six dimensions.And there is a moderate level of SRL for English major students,with self-instruction and self-monitoring reaching a high level.Secondly,FLWA,L2 MSS and SRL are significantly correlated.Specifically,the total FLWA is negatively correlated with the total L2 MSS and its dimensions of media user and L2 learning experience,while lack of confidence and classroom teaching anxiety have no relationship with the total L2MSS;the total FLWA is negatively correlated with the total SRL and its each dimension except for self-evaluation,and each dimension of FLWA is negatively correlated with the total SRL;the total L2 MSS is positively correlated with the total SRL and its each dimension,and each dimension of L2 MSS is positively correlated with the total SRL.Thirdly,FLWA and L2 LM are significant predictors of SRL.Specifically,the dimensions of conceiving anxiety of FLWA and media user of L2 LM have the highest factor loading.At last,FLWA can explain 75.53% of the variation in SRL;L2MSS partially mediates the influence of FLWA on SRL,with 24.47% of variation.This indicates that FLWA not only has a direct effect on SRL,but also indirectly affects SRL through L2 MSS.The findings figure out the relationships between FLWA,L2 LM and SRL.Theoretically,the internal mechanism influencing SRL is revealed.Pedagogically,this study provides instructors with a deeper understanding of learners’ anxiety,motivation and self-regulation in the English writing process,so as to help learners improve their English writing levels.Although this study has some limitations,some suggestions for future research can be obtained.